Adrian Zwyssig


Last Name

Zwyssig

First Name

Adrian

ORCID

0009-0008-5441-6964

Organisational unit

09812 - Rau, Martina / Rau, Martina

Filters

2024 - 20252
Reset filters

Search Results

Publications 1 - 2 of 2
  • How to develop and implement teaching projects in outdoor education
    Item type: Journal Article
    Thurn, Christian Maximilian; Zwyssig, Adrian; Gubelmann, Hanspeter; et al. (2025)
    ETH Learning and Teaching Journal
    Learning through projects can raise interest and motivation, and support the construction of competencies, disciplinary, and interdisciplinary knowledge via working on real-life problems in realistic settings. One form of project-based learning is outdoor education, that is, situating learning and instruction in settings outside the regular classroom. We present a course for students in the teacher education program at ETH Zurich that implements project-based education on two layers: the course itself is project-based, and the pre-service teachers create project-based outdoor teaching units during the course. We describe how we balance freedom and guidance, and scaffolding in the course design. In addition, we report how students respond to and evaluate our course, and discuss challenges and opportunities for lecturers. By presenting sample projects and insights from the implementation and continuous development of the project-based course, we aim to inspire and guide lecturers at ETH Zurich and other universities who consider implementing project-based courses in their teaching.
  • Comparing and Contrasting Promotes Sustainable Understanding of Chemical Bonding
    Item type: Other Conference Item
    Zwyssig, Adrian (2024)
    Conceptual Change in the Era of Digital Transformation: 13th International Conference on Conceptual Change - Programm & Abstracts
    Is a salt crystal comprised of molecules? 39% of science undergraduates falsely assume so as they overgeneralize the covalent bonding type. Overgeneralization is a major challenge in science education. Typically, students neglect the differences between the three types of chemical bonding, i.e. covalent, ionic, and metallic bonding. This overgen- eralization was confirmed by assessing undergraduates’ conceptual understanding of chemical bonding before attending lectures at a Swiss university (N = 1946). This as- sessment revealed the prevalence of various misconceptions such as the overgenerali- zation of the model of covalent bonding. Thus, the question arises, how can we promote a better understanding of chemical bonding theory? Comparing and contrasting activi- ties have been proven effective for learners to keep the differences between similar con- cepts in mind (Alfieri et al.,2013). Therefore, I designed teaching materials (23 lessons) containing multiple comparing and contrasting activities, introducing the three types of chemical bonding simultaneously. The materials’ effectiveness was evaluated in a pre- and post-test classroom intervention study at Swiss Gymnasiums (N = 326, grade 10). Comparing and contrasting activities fostered students’ conceptual understanding more strongly (0.60 < d < 1.05) and were better suited to promote conceptual change than the conventional sequential introduction of the different bonding types.
Publications 1 - 2 of 2